Course Description

In the previous course in this series, we looked at what teaching adult ESOL literacy involves. We looked at how to identify ESOL literacy learners, and outlined what micro skills are involved in teaching basic literacy. We also looked at some tips and tricks for managing classes which include adults with basic literacy needs. In this course, we will look more closely at how we can support ESOL literacy learners and what activities we can use to do so.  It is best to complete the previous course in this series before continuing to this one.

Please note: Throughout this course, we use English phonemic symbols to convey English sounds to teachers. If you are unfamiliar with the English phonemic symbols, you may like to brush up your understanding first by taking the relevant ELT Training Library courses.  It is best to avoid teaching phonemic symbols to ESOL literacy learners, however, as this can be confusing for them.  At this level, it is best to focus their learning solely on the Roman alphabet. 

Course Author

Course Author

Emily Bryson

Emily Bryson is an ELT Materials Writer and ESOL Lecturer. She has written digital ELT materials for publishers such as MacMillan and the British Council. Emily has been an ESOL Lecturer at City of Glasgow College since 2007 and in that time has gained experience teaching all levels of ESOL students and developed a wide range of ESOL for Vocational Purposes courses. She has also completed various secondments such as Project Co-ordinator at the ESOL Network Project, ESOL Development Officer at Education Scotland and Peer Education Programme Manager at the Scottish Refugee Council. Emily has spoken at various international conferences, and has published a book on ESOL Resources.